Paul V. Sherlock Center on Rhode Island College Promoting Membership in School, Work and Community

Rhode Island School Wide PBIS Dr. Tony Antosh Paul V. Sherlock Center on Disabilities Rhode Island College

Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT

Purpose of Today Today is a Secondary Intervention Time to: Reinforce Core Concepts Clarify Confusions Check in about Fidelity Get Ready for Tertiary

Agenda 1.Response to Feedback – Updates 2.Review of the Evidence Base 3.Re-teaching of Core Elements 4.Connection between Response to Intervention and School Wide PBIS 5.Introduction to Tertiary 6.Self Study and Action Planning

1.Response to Feedback Updates

Things We Have Heard

Sample Implementation “Map” 2+ years of school team training Annual “booster” events Coaching/facilitator school & district levels Regular self-assessment & evaluation data On-going preparation of trainers Development of local/district leadership teams Establishment of state/regional leadership & policy team

2. Evidence Base

What is the Purpose of School Wide PBIS “….to PREVENT the development and intensifying of problem behaviors and to maximize academic success For ALL learners.” National TA Center on SWPBIS Brochure

Institute for Educational Science Practice Guide Reducing Behavior Problems in the Elementary School Classroom practiceguides

Recommendation 1. Identify the specifics of the problem behavior and the conditions that prompt and reinforce it 1. Concretely describe the behavior problem and its effect on learning. 2. Observe and record the frequency and context of the problem behavior. 3. Identify what prompts and reinforces the problem behavior.

School Wide PBIS 1.Functional Behavior Assessment 2.Office Discipline Referrals – SWIS 3. Functional Behavior Assessment

Recommendation 2. Modify the classroom learning environment to decrease problem behavior 1. Revisit, re-practice, and reinforce classroom behavior expectations. 2. Modify the classroom environment to encourage instructional momentum. 3. Adapt or vary instructional strategies to increase opportunities for academic success and engagement.

School Wide PBIS 1.Universal School Wide Expectations – Taught, Reinforced, Re-taught Frequently 2.Effective Instruction, Environmental Structure 3. Effective Instruction, Environmental Structure

Recommendation 3. Teach and reinforce new skills to increase appropriate behavior and preserve a positive classroom climate 1. Identify where the student needs explicit instruction for appropriate behavior. 2. Teach skills by providing examples, practice, and feedback. 3. Manage consequences so that reinforcers are provided for appropriate behavior and withheld for inappropriate behavior.

School Wide PBIS 1.Using SWIS data as universal screening and as the decision matrix for deciding who needs secondary interventions and where. This only works if ODR system is consistently used. 2.Teaching social competence – situational lesson plans to teach universal expectations. 3.Acknowledgement system, consistent responses to majors and minors, continuum of consequences.

Recommendation 4. Draw on relationships with professional colleagues and students’ families for continued guidance and support 1. Collaborate with other teachers for continued guidance and support. 2. Build collaborative partnerships with school, district, and community behavior experts who can consult with teachers when problems are serious enough to warrant help from outside the classroom. 3. Encourage parents and other family members to participate as active partners in teaching and reinforcing appropriate behavior.

School Wide PBIS 1.This is the role of the Universal Leadership Team. 2.Tertiary Wrap-around Process. 3. Family Engagement

Recommendation 5. Assess whether school wide behavior problems warrant adopting school wide strategies or programs and, if so, implement ones shown to reduce negative and foster positive Interactions 1. Address school wide behavior issues by involving a school improvement team. 2. Collect information on the hot spots throughout the school, such as the frequency of particular school wide behavior problems and when and where they occur. 3. Monitor implementation and outcomes using an efficient method of data collection and allow ample time for the program to work. 4. If warranted, adopt a packaged intervention program that fits well with identified behavior problem(s) and the school context.

School Wide PBIS 1.The Universal Team 2.ODR System – SWIS 3.ODR System – SWIS 4. Secondary and Tertiary Interventions that (a) have contextual fit and (b) technical soundness

Core Components - Universal Behavioral expectations defined Behavioral expectations taught Continuum of consequences (i.e., rewards, reinforcers) for appropriate behavior Continuum of consequences for problem behavior Continuous active supervision or monitoring across all school settings Continuous monitoring, collection, and use of data for decision-making

Core Components - Secondary Early universal screening Continuous progress monitoring for students with at risk behavior System for increasing structure and predictability System for increasing contingent adult feedback System for linking academic and behavioral performance System for increasing home/school communication Collection and use of data for formative decision- making

Core Components - Tertiary Functional behavioral assessment Team-based comprehensive assessment and intervention Linking of academic and behavior supports Individualized intervention based on assessment information focusing on (a) prevention of problem contexts; (b) instruction on functionally equivalent skills, and instruction on desired performance skills; (c) strategies for placing problem behavior on extinction; (d) strategies for enhancing contingent reward of desired behavior; and (e) use of negative or safety consequences if needed. Establishment of local behavioral expertise Collection and use of data for decision-making

3. Core Elements

Evolution of Behavioral Paradigm S - R - S Stimulus – Response – Stimulus A - B - C Antecedent – Behavior - Consequence PBS Behavior has a CONTEXT Behavior has a FUNCTION

PBS Behavior support is the redesign of environments, not the redesign of individuals Positive Behavior Support plans define changes in the behavior of those who will implement the plan. A behavior support plan describes what we will do differently.

What is a Behaviorist? Not: Someone who likes behavior Someone who has subjective opinions Someone who does not use or keep consistent data Is: Someone who accurately observes and describes Someone who uses consistent data (a) to screen, (b) to match students with interventions, and (c) to monitor efficacy. Someone with documented technical competence.

The Functional Perspective Attention to environmental context Emphasis on function of behavior Focus on teaching behaviors that accomplish the function in an effective efficient manner Attention to behavior of the implementors

Identifying Behavioral Function: Maintaining Consequences Given a Problem Behavior and Routine Get: Object, Activity, Sensation Avoid: Object, Activity, Sensation SocialPhysiologicalSocialPhysiological Precise Event Precise Event Precise Event Precise Event Object/ Activity Object/ Activity Precise Event Precise Event

Factors Influencing Behavior Biological Contexts Social Contexts Physical Contexts Social Attention Escape Tangibles Sensory Feedback “Difficult” Behaviors From: Severe Behavior Problems A Functional Communication Training Approach Mark V. Durand (1990)

Contextual Variable If student…. Function of Behavior Then the behavior seeks….. Intervention Strategy Environmental/Instructional Redesign Confused Uncertain What to do Attention Predictable Responses Structure Predictable Routines Teach Expectations Understimulated Bored Has a meaningless curriculum Stimulation Excitement Predictable Meaning Meaningful Curriculum High Quality Instruction Communicates ineffectivelyCommunicate in a way that conveys a message Design communication system that effectively communicates contextual messages Teach specific communication strategies Has an organic or sensory needSatisfaction of needTeach contextually acceptable strategies for satisfying that need

B. Comprehensive School Wide Continuum of Supports and Interventions Universal School Wide Expectations Secondary and Tertiary Interventions are connected to Universal Expectations Continuum of Reinforcers Continuum of Responses to Rule Violations

C. Team Driven Universal Team has primary responsibility for implementing all three tiers of SWPBIS Universal and Targeted Teams should be CLOSELY connected Several states – Targeted Team as sub team of Universal Team Some states – Universal Team and Targeted Team are the same

D. Data Based Consistent system Universal System Data based rules for making decisions about matching students to secondary and tertiary interventions No decision should be made without data SWIS data should be regularly and frequently reported to staff, to parents

Results for Veazie Street Elementary Year 1 School

Veazie Street Elementary SET Results

Veazie Street Elementary SET Results

Veazie Street Behavior Triangle Behavior Triangle Triangle Data Report # All% All# Major% Major# Minor% Minor Students with 0 Referrals % % % Students with 1 Referrals % % % Students with 0 or 1 Referrals % % % Students with 2-5 Referrals % % % Students with 6+ Referrals % % % Students with 9+ Referrals %81.33 % % Triangle Data Report # All% All# Major% Major# Minor% Minor Students with 0 Referrals % % % Students with 1 Referrals % % % Students with 0 or 1 Referrals % % % Students with 2-5 Referrals % % % Students with 6+ Referrals % % % Students with 9+ Referrals % % %

Results for Oak Haven Elementary Year 2 School SET results SET results

Oak Haven Elementary

Oak Haven Behavior Triangle Triangle Data Report # All% All# Major% Major# Minor% Minor Students with 0 Referrals % % % Students with 1 Referrals %83.02 % % Students with 0 or 1 Referrals % % % Students with 2-5 Referrals %31.13 % % Students with 6+ Referrals62.26 %20.75 %41.51 % Students with 9+ Referrals20.75 %00.00 %00.00 %

Silver Spring Elementary Year 2 School SET Results SET Results

Sliver Spring Behavior Triangle Triangle Data Report # All% All# Major% Major# Minor% Minor Students with 0 Referrals % % % Students with 1 Referrals % % % Students with 0 or 1 Referrals % % % Students with 2-5 Referrals % % % Students with 6+ Referrals %41.75 % % Students with 9+ Referrals %10.44 % %

Fairlawn Elementary & Early Learning Center Year 1 School SET Results SET Results

Fairlawn Elementary & Early Learning Center Year 1 School Triangle Data Report # All% All# Major% Major# Minor% Minor Students with 0 Referrals % % % Students with 1 Referrals % % % Students with 0 or 1 Referrals % % % Students with 2-5 Referrals % % % Students with 6+ Referrals72.55 %41.45 %41.45 % Students with 9+ Referrals51.82 %10.36 %31.09 %

E. Functional Assessment Functional assessment interview (FACTS) Defines: Problem behaviors Routines where problems most likely Events that set off problem behaviors Events that maintain problem behaviors –Attention (peer/adult) –Escape –Access to Activities/Items

The Functional Assessment Checklist for Teachers and Staff (FACTS): The FACTS is a two-page interview used by school personnel who are building behavior support plans. The FACTS is intended to be an efficient strategy for initial functional behavioral assessment. The FACTS is completed by people (teachers, family, clinicians) who know the student best, and used to either build behavior support plans, or guide more complete functional assessment efforts. The FACTS can be completed in a short period of time (5-15 min). Efficiency and effectiveness in completing the forms increases with practice.

F. Family Engagement Parents as Universal Team Members Social Contracting SWIS Data Reports

G. Technical Capacity and Fluency Across the Triangle

StudentsType of Team Universal Interventions and Supports All Students Students referred to office 0 – 1 times per year Universal Team  Administrator  School leaders  Representatives of all school personnel  Families Purpose – provide school wide leadership for all facets of PBIS Secondary Interventions and Supports Groups of Students who need more support more instruction to meet behavioral expectations Students referred to office 2 – 5 times per year Targeted Team  Knowledge about students  Knowledge about content  Knowledge about behavioral technology Purpose – use data to identify groups of students, conduct mini FBA, design intervention, monitor Tertiary Interventions and Supports Individual Students who need individual support plans wraparound services to meet behavioral expectations Students referred to office 6 or more times per year Targeted/Behavior Support Team  Functional Behavior Analysis  Extensive knowledge of behavior interventions  Knowledge about Wraparound Purpose – use data to identify individual students, conduct FBA, design intervention, monitor

Functional Behavior Analysis Interventions Universal Interventions and Supports Universal Team Decision about the Universal Expectations that will achieve the desired school wide functions Stated priority for whole school Clearly defined expected behaviors Procedures for teaching & practicing expected behaviors Procedures for encouraging expected behaviors Procedures for responding to rule violstions Procedures for record-keeping and decision making Secondary Interventions and Supports Mini or Quick FBA Functional Assessment Checklist For Teachers and Staff (FACTS) Targeted Team Processes Data Based Decision Making Communication with Families/Staff Data Based Referral Process Functional Behavioral Analysis Behavior Support Planning Targeted Group Intervention Strategies Social Skill Instruction Tertiary Interventions and Supports Full FBA Competing Behavior Pathways Focus on individual students Define the behavior(s) and outcomes for the student Targeted Team – Behavior Support Team FBA Individual Behavior Support Plan

Baseline DataOngoing Data Universal Interventions and Supports  Self Assessment  EBS  School Safety Survey  Baseline SET  Universal Implementation Checklist  School Safety Survey  SWIS  Annual SET Secondary Interventions and Supports  Targeted Team Readiness Checklist  Secondary Implementation Checklist  SWIS  ISET Tertiary Interventions and Supports  Behavior Support Team Readiness Checklist  Tertiary Implementation Checklist  SWIS  Individual Plan Outcome

Communication with School Personnel Communication with Families Universal Interventions and Supports  Participate in selection of expectations  Plans for school wide instruction  Acknowledgement System  Definitions of Behavior  Responses to Violations  Specific strategies – active supervision, de-escalations, classroom management, etc.  Data  Purpose of SWPBIS  School Wide Expectations  Acknowledgement System  Definitions of Behavior  Responses to Violations  Data Secondary Interventions and Supports  Purpose of Targeted Team  Targeted Team Procedures  Data  Specific strategies – social marketing, check in – check out, social skills instruction, other  Purpose of Targeted Team  Targeted Team Procedures  Data Tertiary Interventions and Supports  Purpose of Behavior Support Team  Behavior Support Team Procedures  Data  Ongoing development of positive strategies  Access to children’s behavioral health and wraparound supports  Purpose of Behavior Support Team  Behavior Support Team Procedures  Data  Knowledge of children’s behavioral health and wraparound supports

Clarification of Secondary Interventions An Example

Silver Spring Behavior Support Team 10/8/08

BST Behavior Support Team Support for students who are not responding to Universal Programs

Universal Programs Expectations Defined: Respect Responsibility, Achievement and Safety Expectations Taught: Lesson Plans, follow- up agreements, re-teaching Expectations Acknowledged: Feathers System for Responding to Infractions: ODRs, SWIS

Students who are “not responding” Multiple Major office discipline referrals Significant concern on the part of teacher, parent, administrator Follow-Up agreements and individual re- teaching of expectations implemented

Secondary Process Overview 1.Referral to the BST 2.Social Contracting 3.Initial BST meeting 4.Assignment to Targeted Group Intervention 5.Review Data, Decisions regarding continued interventions

TARGETED GROUP INTERVENTIONS Quick, uniform, easily implemented Tied to most common functions Adult attention Peer attention Task avoidance

Check-In/Check-Out CICO When function is related to adult attention Step up from social contracting CI with a staff member in the morning Teacher rates performance on individual goals during the day CO with staff in the afternoon

Preparing And Supporting Self-managers PASS When function is related to task avoidance Learn a Work Plan approach to tasks Daily CI with mentor to receive Work Plans, organize materials Teacher rates Work Plan usage during the day Daily CO with mentor to review Work Plan usage, graph performance

Social Skills Instruction SSI When function is related to peer attention Learn specific social skills within the context of a small group Weekly instruction for 4-6 weeks

Why do Targeted Interventions Work? Improved structure Prompts are provided throughout the day for correct behavior. System for linking student with at least one positive adult. Student chooses to participate. Student is “set up for success” First contact each morning is positive. “Blow-out” days are pre-empted. First contact each class period (or activity period) is positive. Increase in contingent feedback Feedback occurs more often. Feedback is tied to student behavior. Inappropriate behavior is less likely to be ignored or rewarded.

4. What is the connection between RtI and SWPBIS?

Evolution of RtI & SWPBS George Sugai OSEP Center on PBIS Center for Behavioral Education and Research University of Connecticut January 23,

Need for better Data-based decision making Early & timely decision making Comprehensive screening Support for non- responders Implementatio n Fidelity Instructional accountability & justification Assessment- instruction alignment Resource & time use

RtI: Good “IDEiA” Policy Approach for redesigning & establishing teaching & learning environments that are effective, efficient, relevant, & durable for all students, families & educators NOT program, curriculum, strategy, intervention NOT limited to special education NOT new

EARLY INFLUENCES Prereferral Interventions Teacher Assistance Teaming Diagnostic Prescriptive Teaching Behavioral & Instructional Consultation Applied Behavior Analysis Precision Teaching

IMPLEMENTATION W/ FIDELITY CONTINUUM OF EVIDENCE-BASED INTERVENTIONS STUDENT PERFORMANCE CONTINUOUS PROGRESS MONITORING DATA-BASED DECISION MAKING & PROBLEM SOLVING UNIVERSAL SCREENING RtI

Public Health & Disease Prevention Kutash et al., 2006; Larson, 1994 Tertiary (FEW) –Reduce complications, intensity, severity of current cases Secondary (SOME) –Reduce current cases of problem behavior Primary (ALL) –Reduce new cases of problem behavior

Prevention Logic for All Walker et al., 1996 Decrease development of new problem behaviors Prevent worsening of existing problem behaviors Redesign learning & teaching environments to eliminate triggers & maintainers of problem behaviors Teach, monitor, & acknowledge prosocial behavior

Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT

Universal Targeted Intensive All Some Few RTI Continuum of Support for ALL Dec 7, 2007

RtI Application Examples EARLY READING/LITERACYSOCIAL BEHAVIOR TEAM General educator, special educator, reading specialist, Title I, school psychologist, etc. General educator, special educator, behavior specialist, Title I, school psychologist, etc. UNIVERSAL SCREENING Curriculum based measurementSWIS, other social measures PROGRESS MONITORING Curriculum based measurement ODR, suspensions, behavior incidents, precision teaching EFFECTIVE INTERVENTIONS 5-specific reading skills: phonemic awareness, phonics, fluency, vocabulary, comprehension Direct social skills instruction, positive reinforcement, token economy, active supervision, behavioral contracting, group contingency management, function-based support, self- management DECISION MAKING RULES Core, strategic, intensivePrimary, secondary, tertiary tiers

SOUNDS SIMPLE, BUT IMPLICATIONS FOR…. Curricular & instructional decisions Special education functioning General education functioning Measurement, assessment, & evaluation Implementation accountability Families & community interactions

SW-PBS Logic! Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable (Zins & Ponti, 1990)

SWPBS is about…. Improving classroom & school climate Decreasing reactive management Maximizing academic achievement Improving support for students w/ EBD Integrating academic & behavior initiatives

5. Getting Ready for Tertiary Universal PBIS System is in place Secondary PBIS System is in place Establish referral process – embed in flowchart Identify or develop capacity for comprehensive Functional Behavioral Assessments Establish a comprehensive Behavior Support Plan System Establish a process for wrap around supports Data Data Data as the basis for ALL decisions

Individual Support Plans When small group not sufficient When problem intense and chronic Driven by Functional Behavioral Assessment Linked to school-wide system

Establish a Functional Team Knowledge about the individual His/her behavior, interests, strengths, challenges, future Knowledge about the context Instructional goals, curriculum, social contingencies, schedule, physical setting. Knowledge about behavioral technology Elements of behavior Principles of behavior Intervention strategies

Which team is more likely to bring the three sources of knowledge? Team A Child Parent Teacher Coordinator Behavior specialist Friend Team B School Psychologist Counselor Teacher

Importance of Team Composition Leah Bennazi (University of Oregon) –The composition of a behavior support team affects: (a) the technical soundness of the behavior support plan, and (b) the contextual fit of the behavior support plan selected for implementation. Leah

Functional Behavioral Assessment: Defined Functional behavioral assessment is a process for identifying (a) observable problem behaviors, (b) the contexts or routines where the problem behaviors are most likely, (c) the specific antecedent events within a context or routine that reliably predict occurrence of problem behaviors, and (d) the consequences that appear to maintain the problem behavior.

FBA Team Process Steps 1.Collect information. 2.Develop testable hypothesis or summary statement. 3.Collect direct observation data to confirm summary statement. 4.Develop “competing pathways” summary statement. 5.Develop BIP. 6.Develop details & routines for full implementation of BSP. 7.Develop strategies for monitoring & evaluating implementation of BSP.

FBA LEVELS 1.Indirect Observation Checklist FA Interview Archival Review Routine Analysis 2. Direct Observation A-B-C Structured, Planned Observation 3. Planned Manipulation Experimental or Functional Analysis

Behavior Support Elements Problem Behavior Functional Assessment Intervention & Support Plan Fidelity of Implementation Impact on Behavior & Lifestyle *Response class *Routine analysis *Hypothesis statement *Alternative behaviors *Competing behavior analysis *Contextual fit *Strengths, preferences, & lifestyle outcomes *Evidence-based interventions *Implementation support *Data plan *Continuous improvement *Sustainability plan Team-based Behavior competence

Setting EventsTriggering Antecedents Maintaining Consequences Problem Behavior Testable Hypothesis “Basic Unit” Following events that maintain behaviors of concern Preceding events that trigger or occasion Set of related behaviors of concern Infrequent events that affect value of maint. conseq.

Setting EventsTriggering Antecedents Maintaining Consequences Problem Behavior Desired Alternative Acceptable Alternative Typical Consequence Summary Statement

Neutralize/ eliminate setting events Add relevant & remove irrelevant triggers Teach alternative that is more efficient Add effective & & remove ineffective reinforcers

Main Themes of Effective Interventions Make the problem behavior irrelevant Change the context so the problem does not arise Make the problem behavior inefficient Teach alternative skills that produce same effect as problem behavior Exaggerate rewards for appropriate behavior Make the problem behavior ineffective Minimize the likelihood that a problem behavior will be rewarded.

CharlesBSP Template

Technically Sound Plan of Support The elements of the plan are consistent with basic laws of behavior The elements of the plan are consistent with basic laws of physiology The elements of the plan are consistent with the summary statement(s) from the functional behavioral assessment.

Contextual Fit The people who will implement a BSP: –Are knowledge about elements of the BSP –Have the skills required to implement BSP –Are comfortable with the procedures (Values) –Have administrative support to implement BSP –Have the expectation that the BSP will be effective –Believe that BSP is in the best interest of focus person –Have the resources (time, materials) to implement are available and efficiently used.

6. Self Study For each item, rate your school 2 – Absolutely this happens 1 – Some of the people, some of the time 0 – Not really

1. Are more than 90% of the personnel in your school teaching your students specific ways to meet your school wide expectations?

2. Are more than 90% of the personnel in your school using your school wide acknowledgement system as designed by your universal team?

3. Are more than 90% of the personnel in your school using your school wide office discipline referral system as designed by your universal team?

4. Do you have a system in place for teaching new students and new staff about your school wide universal system?

5. Is your SWIS data regularly shared with your universal team? Your targeted team? The whole school? Does your SWIS data show changes in the frequency and patterns of office discipline referrals?

6.Have you computed your SWIS triangle? Have you compared it with previous years? Does it document change?

7. What decisions has your universal team made based on your SWIS data?

8. Do you have a menu of secondary supports and interventions? Are your secondary supports and interventions connected to your school wide expectations?

9. Are referrals for secondary interventions based on SWIS data? Is other data used to supplement SWIS data?

10. Have you created your secondary flowchart? Have you created your secondary referral form? Have you provided professional development on this system to your whole school?

11. Is your universal leadership team continuing to guide the implementation of SWPBIS in your school? Is your team still representative of your school?

12. Can you describe the positive impacts of SWPBIS on your school?

80/80 on SET; School Wide Expectations Are the basis of ALL Universal and Secondary Activities; 90% of personnel use the System; Parents understand the System; Data is the basis for ALL decisions Self Study points Lack of fidelity in two Or three of the core components; 20-30% of staff are resistant or rarely use; Self Study points Lack of fidelity in more than three of the core Components; Many staff rarely use; Self Study 0-12 points Triangle Applied to Schools

Teaches School Wide Expectations in own classroom and other settings; Uses the system for acknowledgements and ODR; Uses secondary system as needed; Knows SWIS data trends Lack of use with fidelity in two or three of the core components; Questions the value of SWPBIS Lack of fidelity in more than three of the core Components; Resistive Triangle Applied to Personnel

After Lunch Compare self study results Develop an action plan to improve outcomes